Author: Stephen Roche
Volume 62, Issue 6, pp 665–670
In 2013, the Editorial Board of this journal took the decision to bring its thematic scope and focus into closer alignment with the priorities of UNESCO. Thus, the International Review of Education gained a subtitle, Journal of Lifelong Learning. This was both a bold and a natural step; bold because there are risks attendant to changing an established brand, and natural because IRE has been at home within UNESCO since 1955. This decision was born of a desire that IRE should reflect a paradigm shift that has been taking place in education research and policy, one which has been explicitly promoted by our parent organisation. […] I believe this current issue of IRE represents an arrival at the point we set out to reach in 2013. It illustrates the breadth and depth of the lifelong learning paradigm. It refers not only to the shift of emphasis from the educator to the learner, but also to that from childhood and youth to the entire lifespan, and from institutions to all loci of learning. Most importantly, it explores various ways in which learning can transform people’s lives. It looks at specific interventions: village literacy centres in Kenya; prisons in Australia; hip-hop culture as a mode of learning. It also looks at the bigger picture: the ways that African formal education systems can respond to changes in the labour market; the wider benefits of adult literacy; the transfer of creative approaches to learning from non-formal to formal education; and the potential of higher education to aid the path of one developing country (Ethiopia) towards implementing the United Nations Sustainable Development Goals (SDGs).